DISTANCE LEARNING POLICY
This policy establishes the expectations for Distance Learning at UK Home Learning College (UKHLC). Distance Learning applies to courses and units where:
·students are not required to meet tutors or other students;
·students are engaged in academic study through structured activities defined by UKHLC
·students' access to support (academic, administrative and technical) is ordinarily conducted without attending the College.
The purpose of this policy is:
·to ensure a high quality learning experience for Distance Learning students; and
·to make clear the responsibilities of various parties in the design, development and delivery of Distance Learning courses.
Ensuring the Quality of Distance Learning
UKHLC is committed to providing a high quality experience to our students in the online/distance learning environment. UKHLC’s approach is to design the Distance Learning provision that focuses on three key areas; structure and content; monitoring of progress; and assessment. This policy lists a set of expectations under each key area that need to be considered to ensure the quality of UKHLC’s distance learning provision. It is not a requirement that all of these expectations will be met explicitly, however the course teams will ensure that relevant materials and procedures are emplaced that broadly map against these expectations
structure and content:
Relevant learning material is delivered in a structured and supported manner which facilitates self-managed and increasingly independent learning.
1.Learning material is accessible, inclusive, relevant and current.
2.Learning materials relate to the intended learning outcomes of the course/unit and to the needs of distance learners and this is clearly signposted to students.
3.Learning materials are of a high standard, presented in a structured and easily navigable manner and encourage student engagement.
4.Learning materials adhere to copyright restrictions.
5.Complex ideas are presented in multiple supporting formats and a multi-media approach is adopted which engages students and supports different approaches to learning.
6.Activities promote enquiry, collaboration, enterprise and contextualisation.
7.Activities prompt critical reflection and review, consolidate learning and contribute to students’ wider skills’ development.
8.Activities create opportunities for students to link theory and practice
9.Further relevant reading and development opportunities are signposted.
10. Feedback on assessments should be in line with College’s policy although the distance nature of the learners means that they can benefit from feedback by multiple means through detailed and direct feedback on work together with generic feedback to the cohort.